A QUANTITATIVE APPROACH TO EVALUATING TRAINING CURRICULUM CONTENT SAMPLING ADEQUACY

A technique was developed which provided a quantitative index of the fit between training curriculum content and job task performance requirements. The procedure also generates a listing of tasks which receive undue emphasis in the training curriculum, those which are not being trained, and those which instructors intend to train, but which course graduates report being unable to perform. The procedure is illustrated for three training programs in the U.S. Coast Guard Class 'A' schools.     

Measuring Airman Job Performance Using Occupational Survey Data

This research effort produced a task-based measure of job performance using data from existing Air Force occupational surveys. Previous performance measures col- lected in the field during the Air Force Job Performance Measurement (JPM) program were time consuming and expensive because they involved hands-on observation and measurement. The alternative, low-cost, readily available measure developed in this study accounted for the number and difficulty of job tasks performed by an airman and was validated against data from the JPM program using airman aptitude and experience as predictor variables. Results showed that the occupational task-based performance measure rank ordered airmen similarly to the JPM measure in terms of average performance, suggesting its value as a more cost-effective measure of work productivity.     

Initial job analysis of military embedded behavioral health services: Tasks and essential competencies

Utilization of mental health personnel assigned to operational military units is an area of growth for the US military. What activities they perform, how requirements may differ from working in clinical settings, and how to select and train for these types of positions is still poorly understood. A job analysis was conducted of Air Force mental health providers and enlisted technicians embedded in special operations, intelligence, and high-risk training units. Participants rated 27 tasks on frequency, importance, difficulty, and risks, as well as the importance of 37 knowledge, skills, and abilities (KSAs), with differentiation between KSAs that may be trained versus those that must be present to be assigned to the embedded position. Tasks reflected 4 areas of activity: unit embedding/engagement, behavioral health consultation and support, performance optimization activities, and operational mission tasks. Tasks varied by professional training (psychologist, social worker, enlisted technician) and unit type. The KSAs rated as most important were ethical judgment and ability to manage complex relationships and boundaries while working outside of a clinic, strong interpersonal skills with appropriate assertiveness to advocate for safe, effective courses of action, and understanding of unit missions and organizational dynamics. Results have implications for job design, selection criteria, professional disciplines with KSAs necessary to unit-specific tasks, and training of personnel for integrated operational support positions.     

Defining Work Stress in Young People

Stress experienced by young workers can be very different from stress experienced by adults because of differing psychosocial developments. It is important to understand how early workplace experiences shape young workers' subsequent attitudes and behaviors, which may affect their psychological well‐being. This study examined how 18 young workers ages 17–29 perceive work stress. The authors found that young workers view job stress in 3 dimensions: lack of opportunity to learn, poor social interaction, and lack of opportunity to exercise initiative. Young workers also view work demands as challenging tasks and become job crafters to find more satisfaction in routine tasks.     

THE VALIDATION OF A MINICOURSE FOR TELEPHONE COMPANY SWITCHING TECHNICIANS1

The introduction of electronic switching equipment has changed the nature of the telephone company switching job. A lengthy and complex training program must be completed before an employee can perform the electronic switching job. Because of the high cost of this training a more elaborate, second-stage selection procedure was developed. The ESS Minicourse was designed to be a self-paced content valid sample of ESS training which would be suitable for use with job candidates without any previous telephone company experience. A criterion-related validity study was undertaken to provide further evidence of validity as well as data helpful in setting a cutting score. Results showed that a combination of time to complete the Minicourse and performance on the objective tests was predictive of time to complete self-paced training in electronic switching. Cross- validated estimates of validity were used to develop estimates of u'tility given different selection ratios.     

Factors affecting hypothesis testing in kindergarten children

In a previous experiment, the authors demonstrated that kindergarten and first-grade children can be trained to test hypotheses sequentially within the context of a discrimination learning task. The present experiment is concerned with delineating various aspects of the pretraining that contribute to the improved hypothesis-testing strategies of kindergarten children (mean CA = 71.6 months). It was found that children who have learned to anticipate an invariant cue-reward relation in such tasks manifest improved hypothesis-testing behavior, as well as improved discrimination performance, whereas children who have been trained to identify and name the various stimulus components of the discriminanda do not perform better than those without such training. It was also found that children who have had practice in shifting from an irrelevant to a relevant dimension perform better than those who have not had such experience. Moreover, children who have been given explicit instruction and training in the use of win-stay and lose-shift rules, as well as in the use of valid hypotheses, manifest strategies superior to those without such training. Finally, extensive pretraining over two sessions, administered on separate days, resulted in a marked reduction in the proportion of children who were dimensionally fixated while solving discrimination problems with two genuine dimensions.     

Training and transfer effects of executive functions in preschool children

Executive functions, including working memory and inhibition, are of central importance to much of human behavior. Interventions intended to improve executive functions might therefore serve an important purpose. Previous studies show that working memory can be improved by training, but it is unknown if this also holds for inhibition, and whether it is possible to train executive functions in preschoolers. In the present study, preschool children received computerized training of either visuo‐spatial working memory or inhibition for 5 weeks. An active control group played commercially available computer games, and a passive control group took part in only pre‐ and posttesting. Children trained on working memory improved significantly on trained tasks; they showed training effects on non‐trained tests of spatial and verbal working memory, as well as transfer effects to attention. Children trained on inhibition showed a significant improvement over time on two out of three trained task paradigms, but no significant improvements relative to the control groups on tasks measuring working memory or attention. In neither of the two interventions were there effects on non‐trained inhibitory tasks. The results suggest that working memory training can have significant effects also among preschool children. The finding that inhibition could not be improved by either one of the two training programs might be due to the particular training program used in the present study or possibly indicate that executive functions differ in how easily they can be improved by training, which in turn might relate to differences in their underlying psychological and neural processes.     

GENERALIZATION AND MAINTENANCE OF COMPLEX SKILLS BY SEVERELY HANDICAPPED ADOLESCENTS FOLLOWING PICTURE PROMPT TRAINING

Three severely handicapped adolescents were trained, using a picture prompt package, to complete three complex vocational or daily living tasks. Results indicated that all students required many training sessions to learn the first training task. Following initial training, however, all students generalized their use of the pictures across settings without additional training. The students also needed substantially reduced amounts of training on the remaining two tasks. During maintenance, two of the students continued to perform at relatively high levels of accuracy with and without the picture prompts, whereas one student continued to need the pictures.     

Transparency of Assessment Centers: Lower Criterion‐related Validity but Greater Opportunity to Perform?

Assessment centers (ACs) are popular selection devices in which assessees are assessed on several dimensions during different exercises. Surveys indicate that ACs vary with regard to the transparency of the targeted dimensions and that the number of transparent ACs has increased during recent years. Furthermore, research on this design feature has put conceptual arguments forward regarding the effects of transparency on criterion‐related validity, impression management, and fairness perceptions. This study is the first to examine these effects using supervisor‐rated job performance data as the criterion. We conducted simulated ACs with transparency as a between‐subjects factor. The sample consisted of part‐time employed participants who would soon be applying for a new job. In line with our hypothesis, results showed that ratings from an AC with nontransparent dimensions were more criterion valid than ratings from an AC with transparent dimensions. Concerning impression management, our results supported the hypothesis that transparency moderates the relationship between self‐promotion and job performance, such that self‐promotion in the nontransparent AC was more positively related to job performance than self‐promotion in the transparent AC. The data lent no support for the hypothesis that participants’ perceptions of their opportunity to perform are higher in the transparent AC.     

EFFECTS OF PICTURE PROMPTS ON THE ACQUISITION OF COMPLEX VOCATIONAL TASKS BY MENTALLY RETARDED ADOLESCENTS

The effects of using picture prompts on the acquisition, generalization, and maintenance of complex vocational tasks were evaluated within a multiple baseline design across subjects and tasks. Five moderately and severely mentally retarded adolescents were first trained to use picture prompts to guide their performance on one or more complex tasks. Following training, posttesting with and without the picture prompts was conducted to evaluate the effects of training and to determine maintenance effects over a 2- to 4-week interval. Generalization of performance across tasks was assessed with three of the students who were provided novel tasks (with and without picture prompts) without training. Results indicated that picture prompts can be successfully used to promote both acquisition and generalization of performance, and that subsequent training time on a novel task was reduced when the use of picture prompts had been previously trained.     

EMPIRICALLY DERIVED JOB FAMILIES AS A FOUNDATION FOR THE STUDY OF VALIDITY GENERALIZATION

The purpose and background of a series of three studies dealing with validity generalization are discussed, an overview of the series is provided, and the initial study is described.
In the initial study a total of 76 insurance company jobs was analyzed by 203 raters in an effort to assess the potential usefulness of the Position Analysis Questionnaire (PAQ) as a job analysis device to be employed in a more extensive, companywide research program. Examination of rate-rerate and interrater reliability suggested that rate-rerate reliability was quite good, while interrater reliability estimates were somewhat lower. Cluster analysis techniques were applied to the five Overall and 17 Component dimensions of the PAQ yielding six job families in both analyses. The job families were described in terms of the various PAQ dimensions and were judged to be organizationally meaningful. Although the job clustering results were generally acceptable, it was conjectured that job families formed on the basis of company specific dimensions might prove even more meaningful.     

The impact of raters' cognition on judgment accuracy: An extension to the job analysis domain

Eighty-six incumbents of three different jobs produced job-analytic ratings using either a decomposed (task-based) or a holistic (job-based) rating strategy. Approximately half of them received rater training in making inferential decisions. When tasks were less complex than the job as a whole, rating decomposition generally had positive effects on ratings' quality. Similarly, when the number of tasks rated was low to moderate, rater training was effective. A contingency approach, where limitations concerning the use of rating decomposition and inferential training were outlined, should serve to inform future uses and theories of rating aids in job analysis.We would like to acknowledge David Dorsey for his significant contribution to the rater training program. This article is a summary of the doctoral dissertation of Juan Sanchez, which was conducted under the supervision of Edward Levine.     

Effects of Work Group Size and Task Size on Observers' Job Characteristics Ratings

The effects of number of workers (work-group size) and number of tasks (task size) on perceptions of job enrichment were investigated using a simulated assembly-line job. Forty subjects observed workers performing a job in four combinations of work-group size and task size, rating the respective jobs on dimensions taken from the Job Characteristics Model (Hackman & Oldham, 1975). The results indicated that jobs performed by smaller work groups were perceived as significantly more enriched on four of the five dimensions and had greater potential for worker motivation. Significant main effects were also found for task size on three of the five dimensions such that jobs with larger tasks were seen as more enriched and as having greater motivating potential for the workers. A significant interaction was noted for only one job dimension. An ecological perspective of the data (manning theory) supported these results and suggests theoretically useful interpretations of the data.     

Relationships between ability requirements and human errors in job tasks

This article describes a program of research investigating the relations between abilities required to perform job tasks and human error probabilities while performing these tasks. Study 1, using objectively derived human errors made in performing Air Force job tasks, evaluated an ability-requirements classification methodology and found that error rates were related to the numbers, types, and levels of different abilities required. In Study 2, subject matter expert panels used the methodology to identify the ability requirements of tasks in 2 different jobs found in each of 2 types of nuclear power plants. This study, using a task-anchored scale of human error probability, replicated the findings of Study 1, identified 2 ability requirements that cross-validated in predicting task-error probabilities across both jobs and plants, and identified other abilities specific to error probabilities in each job.     

When training with a partner is inferior to training alone: the importance of dyad type and interaction quality

Dyad training, where trainees learn in pairs but ultimately perform individually, has been shown to be an effective method for training some skills. The effectiveness of this approach, however, may be tied to the type of task to be trained and the quality of the interaction in the dyad. We report two studies on the effectiveness of dyad training and the role of metacognitive activity for learning a software program. In Study 1, participants completed training alone or with a partner. Performance was assessed individually immediately after training and again after a 1-week nonuse interval. Results of Study 1 suggested that learning retention is superior when people are trained individually. Study 2 examined performance for individuals, task-switching dyads, and interdependent dyads. Results also showed that performance for individuals was superior to dyads and that the type of dyad collaboration did not affect performance. However, partner-prompted metacognitive activity was helpful for interdependent dyads and harmful for task-switching dyads, suggesting that the quality of collaboration varies by dyad type. Our findings suggest that dyad training may not be effective for all types of tasks. Possible boundary conditions for effective dyad training are discussed.     

TEACHING JOB INDEPENDENCE AND FLEXIBILITY TO MENTALLY RETARDED STUDENTS THROUGH THE USE OF A SELF-CONTROL PACKAGE

We examined mentally retarded individuals' use of picture cues and self-monitoring to initiate a series of tasks of varying type and order. Four severely to moderately retarded high school students participating in a vocational training program were trained to use a picture-cue system. The system consisted of photographs of vocational tasks that were inserted in the assigned order in a photoalbum sheet; self-management was accomplished by marking off each photo after its corresponding task was completed. Students were assigned seven tasks from a pool of 13 each day. Results indicated that the students quickly learned to use the picture-cue system to change tasks throughout their workday without trainer prompts and that performance was maintained as trainer feedback and presence were decreased. At the end of the study, two students who were exposed to novel photographs were able to initiate independently after only minimal training, suggesting that the use of the picture-cue system had become a generalized skill.     

The effects of distributed training on retention of operant conditioning in human infants

Long-term retention of operant footkicking acquired in the mobile conjugate reinforcement paradigm was assessed as a function of the distribution of training time. In the first study, 3-month-old infants were trained for either one 18-min session or for two 9-min or three 6-min sessions separated by 24-hr intervals. All infants exhibited retention during a test administered immediately after training, but only those trained in a single session continued to perform the conditioned response during cued-recall tests 7 or 14 days later. Infants trained in three sessions showed no evidence of remembering the contingency even after a week. A warm-up decrement, seen in the day-to-day performance of infants in the distributed conditions, was eliminated in the second study by the interpolation of a nonreinforcement period at the outset of daily sessions. This procedure also enhanced long-term retention such that infants trained in three 6-min session now remembered the contingency for 14 days and did not differ from infants who had received a single 18-min session. Whether distributed training facilitates or impairs long-term retention appears to depend on the opportunity for infants to acquire a sufficient number (or kind) of effective retrieval cues during original learning.     

Improving the 'how' and 'what' decisions of elite table tennis players

Training methods in sport usually focus on improving either technical or tactical aspects of performance, ignoring the fact that successful performance requires the athlete to simultaneously decide what movement to perform and how it should be executed. Young elite table tennis players were trained, in a first phase, to improve their forehand and backhand movements and, in a second phase, to make a tactical switch between forehand and backhand movements. Half of the players took part in behavioral training focusing on how to perform the required movements, whereas half received additional video feedback about their technical and tactical performance (decision training). The results indicate that improvements of how decisions (techniques) and what decisions (tactics) can occur as a consequence of combining technical and tactical training. These results were stable in delayed Post-test analyses of competitive matches. It was concluded that a combination of both technical and tactical training is beneficial to elite table tennis performers, particularly during early seasonal training programs.     

Gaining control: training executive function and far transfer of the ability to resolve interference

Functional brain-imaging data document overlapping sites of activation in prefrontal cortex across memory tasks, suggesting that these tasks may share common executive components. We leveraged this evidence to develop a training regimen and a set of transfer tasks to examine the trainability of a putative executive-control process: interference resolution. Eight days of training on high-interference versions of three different working memory tasks increased the efficiency with which proactive interference was resolved on those particular tasks. Moreover, an improved ability to resolve interference was also transferred to different working memory, semantic memory, and episodic memory tasks, a demonstration of far-transfer effects from process-specific training. Participants trained with noninterference versions of the tasks did not exhibit transfer. We infer that the transfer we demonstrated resulted from increased efficiency of the interference-resolution process. Therefore, this aspect of executive control is plastic and adaptive, and can be improved by training.